Reflection as a Learning Tool in Graduate Medical Education
Dy Director, Centre for Digital Resources, Education and Medical Informatics, Sri Balaji Vidyapeeth (Deemed to be University)
Winkel et al. (2017) systematic review of 477 residents shows reflection deepens professional values and clinical reasoning.
The Study
Winkel et al. (2017) conducted a systematic review examining reflection as a learning tool in graduate medical education, analysing studies involving 477 residents. Published in BMC Medical Education.
Key Findings
- Structured reflection deepens professional values and strengthens clinical identity
- Written reflections (journals, portfolios) are more effective than verbal-only reflection
- Reflection is most impactful when it includes feedback from mentors — self-reflection alone has limited effect
- Residents who engage in regular reflective practice demonstrate improved empathy and patient-centredness
Why This Matters
NMC’s CBME framework emphasises reflective practice as a core competency. This review provides evidence that ePortfolio-based reflection — particularly when combined with mentor feedback — produces measurable improvements in the professional attributes that AETCOM competencies target.
References
Winkel, A. F., Yingling, S., Jones, A.-A., & Nicholson, J. (2017). Reflection as a learning tool in graduate medical education: A systematic review. BMC Medical Education, 17(1), 52. https://pmc.ncbi.nlm.nih.gov/articles/PMC5559236/
Dy Director, Centre for Digital Resources, Education and Medical Informatics, Sri Balaji Vidyapeeth (Deemed to be University)
Published 30 March 2026